In Nigeria, the study of Food and Nutrition in Senior Secondary School 3 (SSS3) holds profound significance as it provides students with vital insights into dietary habits, nutritional principles, and their impact on health. This subject is not only essential for academic learning but also forms a crucial part of the West African Senior School Certificate Examination (WASSCE), highlighting its practical relevance.
Food and Nutrition education at the SSS3 level using the Lagos state unified scheme of work focuses on helping students understand food as a primary source of nutrients essential for growth, development, and overall well-being. SSS3 students delve into the scientific aspects of nutrition, exploring the roles of carbohydrates, proteins, fats, vitamins, and minerals in maintaining bodily functions. They also study food processing techniques, food safety protocols, and the significance of balanced diets in promoting good health.
The importance of Food and Nutrition education extends beyond theoretical knowledge. It empowers students to make informed dietary choices that can positively impact their health throughout their lives. By understanding nutritional principles, students and individuals alike are better equipped to prevent diseases associated with poor diet and lifestyle, a critical aspect in addressing prevalent health challenges.
SSS3 students in Nigeria are assessed in Food and Nutrition through continuous assessments and the WASSCE. Continuous assessments include class tests, assignments, oral presentations, projects, and class participation. For students preparing for the WASSCE, proficiency in Food and Nutrition is assessed through examinations that evaluate their comprehension of nutrition concepts, meal planning skills, and the ability to manage dietary requirements effectively. These assessments not only measure academic knowledge but also practical competencies like meal preparation, demonstrating the application of learned principles in real-world scenarios.
| LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF WORK FOR SENIOR SECONDARY SCHOOLS | ||
| Food and Nutrition Scheme of Work for Senior Secondary Schools 3(SSS3) | ||
| Class | S.S.S 3 | |
| Subject | Food and Nutrition | |
| Term | First Term | |
| Week | Topic | Breakdown |
| 1 | Beverages | 1. Explain the term beverages 2. Classify beverages into alcoholic and nonalcoholic beverages with examples 3. Discuss the nutritive value of beverages 4. Highlight the characteristics of alcoholic and nonalcoholic beverages |
| 2 | Beverages -Non-Alcoholic beverages | 1. Classify non-alcoholic beverages 2. Justify each classes of non-alcoholic beverages with examples |
| 3 | Special Diet | 1. Explain the term; Special Diet 2. Explain the different types of vegetarian diet; strict or vegan, lacto, ovo, lacto-ovo, pescaterian, pollotarian and flexitarian 3. Differentiate between overweight and underweight diet 4. Discuss diet for person suffering from a. HIV/AIDS b. Fever and infection c. Overweight d. Diarrhoea e. Diabetes f. Ulcer etc |
| 4 | Practical on beverages and special diet | 1. Prepare and serve different types of beverages such as cocoa, coffee, tea, fruit drinks, juice, egg flip, milk drinks etc 2. Prepare and serve dishes for vegetarians, overweight, diabetic, ulcer patient etc |
| 5 | Cultural Food Habit | 1. Explain food habits, food taboos, food facts, and food fallacies 2. Analyse the factors influencing food habits 3. Identify the traditional food that are associated with taboos in their localities 4. Justify food fallacies with examples and the real fact |
| 6 | Traditional and foreign dishes | 1. Explain the following terms a. Traditional dishes b. Foreign dishes 2. Sort out traditional dishes from different localities 3. Enumerate foreign dishes such as European dishes, American dishes, japanese dishes, Chinese Dishes, Indian Dishes etc. |
| 7 | Mid-Term Break | |
| 8 | Practical on traditional and foreign dishes | 1. Prepare and serve traditional dishes from their ethnic group 2, Prepare and serve foreign dishes. |
| 9 | Art of Entertainment | 1. Explain the term a. Entertainment b. Party 2. Discuss the steps in organising a party 3. Justify the different types of party e.g Birthday party, Surprise party, Dinner party, Garden party, Cocktail Party, Tea party, Reception, Dances and balls, Block party, Costume or fancy dress party, Christmas caroling party, Pool party, Fundraising party, Graduation party, Housewarming party, Welcome party, Farewell party etc. |
| 10 | Entertainment i. Being a good hostess ii. Being a good guest | 1. Explain the following term a. Host/Hostess b. Guest c. Waiter/ Waitress 2. Discuss the qualities of the following a. A good Host/Hostess b. A good guest c. A Waiter/Waitress |
| 11 | Table Setting and etiquette | 1. Explain the following terms a. Table-setting b. Table etiquette(manners) 2. Differentiate between formal and informal setting requirement 3. Demonstrate how to set a table 4. Highlight some table etiquette |
| 12 | Revision | |
| 13 | Examination | |
| Term | Second Term | |
| Week | Topic | Breakdown |
| 1 | Welcome Test -Food Service | 1. answer questions from the previous topics taught 2. Explain food service 3. Differentiate between formal and informal food service 4. Analyse the different types of informal service 5. Justify the importance of food service |
| 2 | Self Employment -Setting up and managing a catering enterprise | 1. Explain the following terms a. Entrepreneur b. Entrepreneurship c. Enterprise 2. Discuss the characteristics of entrepreneurship 3. Discuss the advantage and disadvantage of entrepreneur 4. Enumerate and explain some factors contributing to the source of an entreprise 5. Discuss how to set up a catering enterprise |
| 3 | Self -employment -Work ethics and food packaging | 1. Explain the following term a. Work ethics b. Food Packaging 2. Discuss good work ethics 3. Enumerate reasons for packaging fruits 4. Justify types and qualities of packaging materials |
| 4 | Experimental Cookery | 1. Explain the term recipe 2. Identify sources of collecting information on recipe 3. Discuss methods of collecting information for recipe 4. Analyse the importance of collecting information 5. Justify the advantage of a recipe 6. Create a recipe |
| 5 | Test interpretation | 1. Interpret any cooking test given to them 2. Write out any cooking test given to them |
| 6 | Cooking assignment | 1. Interpret any cooking test and write out the time and cooking schedule for the tests |
| 7 | Mid-Term Break | |
| 8-13 | Revision | |
The recommended Food and Nutrition textbooks for SSS3 include but are not limited to the following:
